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Title: When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance
This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample. Through a secondary analysis of classroom videos, we linked these performance inequities to differences in women’s participation rates across classes. Thus, we provide empirical evidence that simply implementing active learning is insufficient, and that the nature of inquiry-oriented classrooms is highly consequential for improving gender equity in mathematics.  more » « less
Award ID(s):
1943146
NSF-PAR ID:
10412957
Author(s) / Creator(s):
; ; ; ; ; ; ; ;
Date Published:
Journal Name:
Journal for Research in Mathematics Education
Volume:
53
Issue:
3
ISSN:
0021-8251
Page Range / eLocation ID:
204 to 226
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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